外研版七年级英语上册 Module 2 Unit 2 These are my parents. 教案

Module 2 My family

Unit 2 These are my parents.

一、教学目标

1. 能够掌握重点词汇：bus, station, hospital, hotel, police, theatre (theater), actor, driver, manager, nurse, policeman, an, we, job, at, same

2. 能够掌握重点句型：

(1) These are Betty’s parents.

(2) … my mother is the manager of a theatre.

(3) She and Daming’s mother are at the same hospital.

(4) What’s your father’s job?

3. 能够读懂有关介绍人物职业和工作地点的文章，并且能够按照任务要求提取关键信息。

4. 能够写出正确的句式来介绍家庭成员的职业等相关信息，并能正确运用大小写和句号。

5. 培养学生对家庭的热爱和对家庭成员的关心之情。

二、教学重点及难点

重点：

1. 能够读懂有关介绍人物职业和工作地点的文章，并且能够按照任务要求提取关键信息。

2. 能够写出正确的句式来介绍家庭成员的职业等相关信息，并能正确运用大小写和句号。

难点：

能够写出正确的句式来介绍家庭成员的职业等相关信息，并能正确运用大小写和句号。

三、教学准备

教师：多媒体课件

学生：课前预习

四、相关资源

微视频 What do you want to be?

五、教学过程

Step 1 Revision

Read the sentences and say the answers as quickly as possible.

Step 2 Warming-up

Watch a short video and answer the question.

How many kinds of jobs are mentioned in the video?

设计意图: 通过视频导入，引出本节课有关职业的话题，吸引学生注意力，提高学生学习

兴趣。

Step 3 Pre-reading

Activity 1 and 2

1. Label the places in the pictures with the words and expressions from the box.

2. Label the people in Activity 1 with the words and expression from the box.

3. Check the answers.

4. Work in pairs and practice the conversation.

— What’s his / her job?

— He / She is a / an…at…

设计意图：通过将词汇与地点和职业相匹配，引导学生熟悉本节课的重点词汇，为接下来的阅读活动扫清词汇障碍。之后同桌两人一组进行对话交流，培养学生合作意识，同时激发学习兴趣，提高口语输出能力。

Step 4 While-reading

Activity 3

1. Skim the passage and answer the question.

What jobs have you seen in the passages?

2. Read the passage and write the letters of the pictures in Activity 1.

3. Read paragraph 1 and choose the correct answers.

(1) Betty’s mother is _________.

   A. a manager           B. a nurse              C. a policewoman

(2) Betty’s mother works at _________.

   A. a hospital           B. a theatre             C. bus station

(3) Betty’s father is _________.

   A. a policeman         B. a manager            C. an actor  

4. Read paragraph 2 and answer the questions.

(1) Where is Daming from? ____________________

(2) What is his father’s job? ____________________

(3) Where does his father work? ________________________

(4) What is his mother’s job? ___________________

5. Read paragraph 3 and choose the correct answers.

(1) Tony’s mother is ____________.

   A. a teacher         B. a nurse                 C. a policewoman

(2) Tony’s father is ____________.

   A. policeman        B. a hotel manager          C. an actor

6. Read paragraph 4 and check (√ ) the true sentences.

(1) Lingling is Chinese.

(2) Her mother is a doctor.

(3) Her mother and Daming’s mother are at the same hospital.

(4) Her father is a manager.

设计意图：通过不同的阅读任务，引导学生更好的理解文章内容，培养学生获取细节信息的能力。

Step 5 Post-reading

Activity 4

Complete the table and retell the passage.

设计意图：通过完成表格信息，并且根据表格信息进行文章复述的活动，训练学生的口语输出能力。

Language points

1. These are Betty’s parents. 这两位是贝蒂的父母。

“Betty’s”意为“贝蒂的”。这是一个名词所有格形式，表示人与事物的所属关系，在句中作定语。

2. My mother is the manager of a theatre. 我的妈妈是一位剧院的经理。

本句中of是名词的所有格形式，表示无生命的所属关系时，要用介词“of”所构成的短语来表示。

设计意图：通过总结本节课的语言点知识，引导学生巩固目标语言。

Activity 5

1. Read the sentence and pay attention to the full stop and capital letters.

2. Underline the capital letters and full stops in the sentences.

3. Talk about which words always begin with capital letters.

设计意图：通过让学生先观察所给例句，了解大小写和标点符号的使用方法，之后让学生画出句中的大写字母以及句号，最后引导学生归纳总结哪些情况下首字母大写，循序渐进地培养学生正确使用首字母大写和标点符号，养成良好的书写习惯。

Activity 6

Answer the questions. Write sentences.

设计意图：根据问题写出学生自己家庭成员的信息，在写的过程中引导学生关注首字母大写和标点符号的正确使用。

Step 6 Summary

1. These are Betty’s parents.

2. … my mother is the manager of a theatre.

3. She and Daming’s mother are at the same hospital.

4. What’s your father’s job?

设计意图：巩固所学的重点句型。

Step 7 Homework

1. Review the new words and expressions we’ve learned today.

2. Preview the grammar point on page 12.

设计意图：通过不同的形式，巩固本节课所学内容。

六、板书设计

Module 2 My family

Unit 2 These are my parents.

1. These are Betty’s parents.

2. … my mother is the manager of a theatre.

3. She and Daming’s mother are at the same hospital.

4. What’s your father’s job?